a) Gr8 2011 Test #4 (speed/acceleration) and #9 (distance-time graphs)
b) MA Science Standards (6-8):
Question 4 - Physical Science 11
Question 9 - Physical Science 12
c) My district covers these standards in both 6th grade (my grade) and 7th grade (review of speed and DT graphs, extension of forces and acceleration)
d) Last year I covered these two topics with the following activities:
Vocabulary of motion (reading and definitions)
Speed Formula - word problem practice and then calculating speed of our own motions (walking, hopping, crawling, etc.)
Distance-Time Graphs - powerpoint with examples for analysis, online interactive that creates graphs, draw our own graphs for our motions from above (walking, hopping, crawling, etc.)
Workshop 3 - Web 2.0 tools
"I Didn't Know That - How Rockets Work" from National Geographic. This provides a funny introduction to thrust, which my classes will need to understand to complete their Balloon Car Engineering Design project.
Workshop 4 - Integrating Web 2.0 tools into the classroom
Stage 1 Activity: Objective: Students will be able to define, identify examples and physically act out the motions of rotation and revolution.
Activity type: Conceptual Knowledge Building: Read text from a website Knowledge Expression: 1) Respond to Questions; 2) Play a Game
Instructions: 1)Project the Revolution/Rotation website and read the text with students. Have students record the definitions of rotation, revolution and axis on their vocabulary graphic organizer. 2)Look at the animation and have students answer the questions with the Student Response Devices. Discuss results. 3) Have students get out of their seats and play "Simon Says". Call out different commands involving the vocabulary: "Simon says.....rotate your body. Simon says.....revolve around your partner. Simon says.....rotate your pencil." Etc......
Classroom materials: Computer with Internet access Projector Student copies of vocabulary graphic organizer
Assessment: Results from answers to website questions using my Mimio Student Response Devices.
Please INSERT YOUR COMMENTS HERE:
Jacey Vaughan- I think that the Simon Says game is a great idea. Physically acting out the revolution/rotation is a definite way for students to apply definitions that obscure objects like planets do. Observing other students during the game for those who may have "gotten out" early could also be a procedural knowledge building activity, helping them learn through the observations of their peers. The knowledge expression is the most significant component of the lesson, and allows students to not only respond to questions and play a game but also "perform." If students had access to a video camera, they could also video everyday objects revolving and rotating, like a toy train going in a circle on a track. I played a Simon Says with 8th grade students to identify bones in the human body on halloween and they really enjoyed it. When I taught them about revolve/rotate I did not think to do that as a Simon Says game as well and I think that your idea is really great and would help them remember the difference between the 2 terms that students so often confuse. I am not familiar with the Mimio Student Response Devices. Could you tell me more information about that technology?
Paula Duffy - Simon Says is always a great game for middle schoolers. I think the way you have this structured will really help them understand revolution/rotation. The NASA website also has a lesson plan for revolution/rotation which I've used in class when
trying to explain the "dark side" of the moon.
Workshop 5 - Developing and Using Web 2.0 Assessment Information
1) My 6th grade science students need to know motion and speed.
2) I could use ClassMarker.
3) I would introduce students to the concepts of Morton, distance, time and speed through a PowerPoint and vocab sheet. Students would then work in pairs to come up with a skit that utilizes each of the vocab words. Finally, students would be asked to take the online Test to assess their understanding of the vocabulary and Speed formula.
Melissa Holland: HI Andrea- I think class maker is a great way for the kids to review at home and quiz themselves. I stuggle all year with them trying to explain that simply reading over your notes will not always allow you to know how you will do on an exam. This will help them see if they are understanding the material and will be succesful or not and if extra help is needed.
Workshop 6 - Scientific Investigations
Black Box Investigation
Distance, Time and Speed - Units of Measure Review
Objectives:
Students will be able to identify units of measure for the concepts of distance, time and speed.
Students will be able to look for patterns and identify limitations of scientific observations.
Students will be assessed on their knowledge of units of measure by completing a chart which lists their ideas of what they think the missing unit might be and what they think that it might not be.
Students will work in groups of about 4 students. Each group will have a paper black box cube which contains units of measure for one topic, either distance, time or speed. The group will be asked to discuss if it is possible to know what the unit of measure is on the bottom side without looking.
Steps:
Students will be given a 2-column worksheet: "What the missing side might say" and "What the missing column most likely does not say"
Each group will look at a paper black box cube, with one side facing down. They will be given 3 minutes to discuss what they see and what they cannot see and determine if there is any sort of pattern that could help them figure out what they cannot see.
Each student will be given 2 minutes to individually complete their chart with ideas about what the missing side might say and what they think it most likely does not say.
The group will then repeat these steps by rotating through the last 2 paper black box cubes.
Students will turn in their completed charts at the end of the activity so that the teacher can assess their understanding of the units of measure.
Teacher will lead a debrief discussion of the limitations of observations and patterns when making scientific claims.
Objectives: Students will be able to create and interpret a distance-time graph.
Standards: MA Curriculum Framework Grades 6-8 General Science
Physical Science 11. Explain and give examples of how the motion of an object can be described by its position, direction of motion, and speed.
Physical Science 12. Graph and interpret distance vs. time graphs for constant speed.
Misconceptions:
Science is a solitary pursuit (students will work in groups)
Science is done by "old, white men" (the makeup of each group will consist of varying makeups of genders, races, ethnicities, and socioeconomic backgrounds)
The process of science is purely analytical and does not involve creativity (the 'motion story' will be a creative group activity)
Task: Students will learn about what a distance-time graph is and how it can be made an interpreted. Students will then use a real-life motion example and GPS mapping website to create data points that can be used to make and share their own distance-time graph. Finally, students will be assessed on their ability to interpret a distance-time graph.
Procedure:
DAY ONE
Warm-up: Students will be shown an example of a distance-time graph and will be asked to write about what they think it represents. Students will share their ideas and the class will discuss.
Students will go to the computer lab to work through an interactive lesson about distance-time graphs from www.teachersdomain.org. Students will read passages, watch video clips from the PBS show "Cyber Chase", and will answer comprehension questions (answers can be printed out at the end of the activity). Graphing Distance and Time: Travel
HOMEWORK: Students will complete an online Quiz on the topic of distance-time graphs. They will print their results and turn them in. Distance-Time Graphs Quiz
DAY TWO
Students will choose a popcicle stick as they walk into the room and will go to the corresponding table. Each table will work as a group of 3-4 students on a distance-time graph activity.
Groups will be asked to create a 'motion story', similar to the one that they saw in the "Cyber Chase" clips from the day before. The 'motion story' needs to take place on the sidewalk outside the school.
The class will go outside to the sidewalk and will perform their 'motion story'. They will use a stopwatch to record the time of each segment of the 'motion story'.
DAY THREE
Students will go back to the computer lab and sit as groups.
First, the groups will use a GPS mapping website to calculate the distance traveled in each segment of their 'motion story'. GMAP
Second, the groups will use a graphing website to enter their data and create a distance-time graph for their 'motion story' using a tool from NCES Kids' Zone. Create a Graph
Fianlly, groups will share their graph on the class website. Edmodo
HOMEWORK: Students will individually create a Glogster digital poster that explains distance-time graphs. Glogster
Grouping: Students will be randomly assigned to groups of 3-4 students using a numbered popsicle stick.
Classroom materials: computer lab access, class set of popsicle sticks, stopwatches
Assessment: Students will be assessed through the comprehension sections of the Teachers' Domain interactive lesson and through the completion of the ClassMarker quiz. Also, students will be assessed on their understanding of distance-time graphs through their completion of the Glogster.
Workshop 7 - Lesson Plan Template
Lesson Plan
Your name: Andrea Twardzicki
Lesson Title: Distance-Time Graphs and You!
Grade Level: 6
State Standards:
MA Curriculum Framework Grades 6-8 General Science
Physical Science 11. Explain and give examples of how the motion of an object can be described by its position, direction of motion, and speed.
Physical Science 12. Graph and interpret distance vs. time graphs for constant speed.
Essential Question: What is motion?
Lesson Question: How is a distance-time graph made to represent motion?
Introduction: You have most likely seen and made graphs before in math class. Do graphs move? NO! But did you know that there is a type of graph that can show motion? It is called a Distance-Time Graph and in this lesson you will learn all about this type of graph and even make one that shows YOU moving!
Task: You and your group will go outside and put yourselves in motion! You will record data as you move and then use your data to create a distance-time graph of your motion. Finally, you will share your motion story and graph with the class!
Process (include all steps of the lesson procedure -- include instructions for using digital media):
DAY ONE
You will go to the computer lab to work through an interactive lesson about distance-time graphs from www.teachersdomain.org. You will read passages, watch video clips from the PBS show "Cyber Chase", and will answer comprehension questions (answers can be printed out at the end of the activity). Teachers' Domain Interactive Lesson
HOMEWORK: Complete an online Quiz on the topic of distance-time graphs. Print out your results and turn them in tomorrow. Class Marker Quiz
DAY TWO
Choose a popsicle stick as you enter the room and go to the corresponding table. This will be your group of 3-4 students for this activity.
Your group should write a 'motion story', similar to the one that you saw in the "Cyber Chase" clips from yesterday. Your 'motion story' needs to take place on the sidewalk outside the school. Your motion story should explain where you are going and what happens along your journey that might result in stopping or changing speed.
Your group will go outside to the sidewalk and will perform your 'motion story'. You should use a stopwatch to record the time of each segment of the 'motion story'.
DAY THREE
You will go back to the computer lab and sit as groups.
First, your group will use a GPS mapping website to calculate the distance traveled in each segment of your 'motion story'. GMAP
Second, your group will use a graphing website to enter the data that you recorded yesterday in order to create a distance-time graph for your 'motion story' using a tool from NCES Kids' Zone. Create a Graph
Fianlly, your group should share your graph on the class website and post comments on other groups' graphs. Edmodo
HOMEWORK: You will individually create a Glogster digital poster that explains distance-time graphs. Glogster
Conclusion: As you have seen, while distance-time graphs do not actually move they can give us quite a bit of information about an object's motion. Distance-time graphs can even even be used to predict motion and make decisions about motion, such as a trip that we are planning to take. One limitation to the distance-time graphs that we have seen is that they use average speed, which means that they assume that an object is moving at a constant speed during each segment of its motion. How would a disance-time graph look for an object that was not in constant motion (speeding up, slowing down)? Check out this App if you are interested in learning more: Exploriments App
Assessments: You will be assessed through your completion of the online interactive Teachers' Domain lesson and the online Class Marker Quiz. You will also be assessed on your participation in your group. Finally, you will be assessed on your completion of your Glogster digital poster.
Assessment Rubric
You will be able to....
Strong
Good
Adequate
Inadequate
Weighting
Describe and analyze distance-time graphs
Provided evidence of sophisticated understanding of science concepts
Provided understanding of science concepts
Provided minimal understanding of science concepts
No mention of science concepts
30%
Work productively in a group
Worked well with other members of the group at all times
Worked well with other members of the group most of the time
Worked well with other members of the group some of the time. Some teacher intervention needed.
Often had difficulty working with other members of the group. Substantial teacher intervention required.
20%
Create a distance-time graph for your own motion
Graph is accurate and complete. Graph shows complex motion.
Graph is accurate and complete. Graph shows simple motion.
Graph contains some errors.
Graph is not completed or contains substantial errors.
20%
Create a digital poster to summarize what you have learned about distance-time graphs
Digital poster shows sophisticated understanding of science concepts
Digital poster shows understanding of science concepts
Digital poster shows minimal understanding of science concepts
Incomplete or contains no mention of science concepts
30%
Resources: (Please make sure that all digital media is linked and attributed!)
Workshop Wiki Page - Andrea Twardzicki
Workshop 2 - MCAS Assessments & Curriculum Mapping
a) Gr8 2011 Test #4 (speed/acceleration) and #9 (distance-time graphs)
b) MA Science Standards (6-8):
c) My district covers these standards in both 6th grade (my grade) and 7th grade (review of speed and DT graphs, extension of forces and acceleration)
d) Last year I covered these two topics with the following activities:
Workshop 3 - Web 2.0 tools
"I Didn't Know That - How Rockets Work" from National Geographic. This provides a funny introduction to thrust, which my classes will need to understand to complete their Balloon Car Engineering Design project.
Workshop 4 - Integrating Web 2.0 tools into the classroom
Science Learning Activity Types handout -Google Drive: Spreadsheet and Graphing
Motion Sensors Graphing
Stage 1 Activity:
Objective: Students will be able to define, identify examples and physically act out the motions of rotation and revolution.
Activity type:
Conceptual Knowledge Building: Read text from a website
Knowledge Expression: 1) Respond to Questions; 2) Play a Game
Instructions:
1)Project the Revolution/Rotation website and read the text with students. Have students record the definitions of rotation, revolution and axis on their vocabulary graphic organizer.
2)Look at the animation and have students answer the questions with the Student Response Devices. Discuss results.
3) Have students get out of their seats and play "Simon Says". Call out different commands involving the vocabulary: "Simon says.....rotate your body. Simon says.....revolve around your partner. Simon says.....rotate your pencil." Etc......
Online component:
Revolution Rotation
Classroom materials:
Computer with Internet access
Projector
Student copies of vocabulary graphic organizer
Assessment: Results from answers to website questions using my Mimio Student Response Devices.
Please INSERT YOUR COMMENTS HERE:
Jacey Vaughan- I think that the Simon Says game is a great idea. Physically acting out the revolution/rotation is a definite way for students to apply definitions that obscure objects like planets do. Observing other students during the game for those who may have "gotten out" early could also be a procedural knowledge building activity, helping them learn through the observations of their peers. The knowledge expression is the most significant component of the lesson, and allows students to not only respond to questions and play a game but also "perform." If students had access to a video camera, they could also video everyday objects revolving and rotating, like a toy train going in a circle on a track. I played a Simon Says with 8th grade students to identify bones in the human body on halloween and they really enjoyed it. When I taught them about revolve/rotate I did not think to do that as a Simon Says game as well and I think that your idea is really great and would help them remember the difference between the 2 terms that students so often confuse. I am not familiar with the Mimio Student Response Devices. Could you tell me more information about that technology?
Paula Duffy - Simon Says is always a great game for middle schoolers. I think the way you have this structured will really help them understand revolution/rotation. The NASA website also has a lesson plan for revolution/rotation which I've used in class when
trying to explain the "dark side" of the moon.
Workshop 5 - Developing and Using Web 2.0 Assessment Information
1) My 6th grade science students need to know motion and speed.
2) I could use ClassMarker.
3) I would introduce students to the concepts of Morton, distance, time and speed through a PowerPoint and vocab sheet. Students would then work in pairs to come up with a skit that utilizes each of the vocab words. Finally, students would be asked to take the online Test to assess their understanding of the vocabulary and Speed formula.
Motion Test
Melissa Holland: HI Andrea- I think class maker is a great way for the kids to review at home and quiz themselves. I stuggle all year with them trying to explain that simply reading over your notes will not always allow you to know how you will do on an exam. This will help them see if they are understanding the material and will be succesful or not and if extra help is needed.
Workshop 6 - Scientific Investigations
Black Box Investigation
Distance, Time and Speed - Units of Measure Review
Stage 2 Activity:
Objectives: Students will be able to create and interpret a distance-time graph.
Standards: MA Curriculum Framework Grades 6-8 General Science
Physical Science 11. Explain and give examples of how the motion of an object can be described by its position, direction of motion, and speed.
Physical Science 12. Graph and interpret distance vs. time graphs for constant speed.
Misconceptions:
Task: Students will learn about what a distance-time graph is and how it can be made an interpreted. Students will then use a real-life motion example and GPS mapping website to create data points that can be used to make and share their own distance-time graph. Finally, students will be assessed on their ability to interpret a distance-time graph.
Procedure:
DAY ONE
DAY TWO
DAY THREE
Grouping: Students will be randomly assigned to groups of 3-4 students using a numbered popsicle stick.
Web 2.0 online component: Teachers' Domain interactive lesson, GMAP mapping website, NCES Kids' Zone, Edmodo, ClassMarker, Glogster
Classroom materials: computer lab access, class set of popsicle sticks, stopwatches
Assessment: Students will be assessed through the comprehension sections of the Teachers' Domain interactive lesson and through the completion of the ClassMarker quiz. Also, students will be assessed on their understanding of distance-time graphs through their completion of the Glogster.
Workshop 7 - Lesson Plan Template
Lesson Plan
Your name: Andrea Twardzicki
Lesson Title: Distance-Time Graphs and You!
Grade Level: 6
State Standards:
MA Curriculum Framework Grades 6-8 General Science
Physical Science 11. Explain and give examples of how the motion of an object can be described by its position, direction of motion, and speed.
Physical Science 12. Graph and interpret distance vs. time graphs for constant speed.
Essential Question: What is motion?
Lesson Question: How is a distance-time graph made to represent motion?
Introduction: You have most likely seen and made graphs before in math class. Do graphs move? NO! But did you know that there is a type of graph that can show motion? It is called a Distance-Time Graph and in this lesson you will learn all about this type of graph and even make one that shows YOU moving!
Task: You and your group will go outside and put yourselves in motion! You will record data as you move and then use your data to create a distance-time graph of your motion. Finally, you will share your motion story and graph with the class!
Process (include all steps of the lesson procedure -- include instructions for using digital media):
DAY ONE
DAY TWO
DAY THREE
Conclusion: As you have seen, while distance-time graphs do not actually move they can give us quite a bit of information about an object's motion. Distance-time graphs can even even be used to predict motion and make decisions about motion, such as a trip that we are planning to take. One limitation to the distance-time graphs that we have seen is that they use average speed, which means that they assume that an object is moving at a constant speed during each segment of its motion. How would a disance-time graph look for an object that was not in constant motion (speeding up, slowing down)? Check out this App if you are interested in learning more: Exploriments App
Assessments: You will be assessed through your completion of the online interactive Teachers' Domain lesson and the online Class Marker Quiz. You will also be assessed on your participation in your group. Finally, you will be assessed on your completion of your Glogster digital poster.
Assessment Rubric
Resources:
(Please make sure that all digital media is linked and attributed!)
Teachers' Domain Interactive Lesson
GMAP
Create a graph
Class Marker Quiz
Glogster
Edmodo
Extension - Exploriments App